1. Differentiate between the three types of staffing policies used by international companies. What are the advantages of each?

Description of Organization and Program

The Clarkstown Central School District’s (CCSD) Student Assistance Counselor Program consists of a social worker in each school within the district at the elementary, middle and high school levels.  Student Assistance Counselors (SACs) provide services that address the complex mental health needs of students and their families, in order to facilitate academic success.  Student Assistance Counselors help students with a wide range of problems such as coping with mental and physical illness; death of a family member or friend; managing changes due to separation, divorce and blended families; coping with difficulties in peer relationships, academics and school phobia; building resiliency to foster self-esteem and self‑confidence; and identifying students who are experiencing physical, sexual or emotional abuse (Clarkstown Central School District Website, 2015, p. 1).

As a social work intern from September until the end of May at Bardonia Elementary, an elementary school within the Clarkstown Central School District, I learned about the individual and group services provided through the Student Assistance Counselor Program.  The SAC Program within the Clarkstown Central School District offers, but is not limited to, two primary services: individual counseling and student counseling groups.  Individual counseling for students is offered on an as-needed basis, often initiated by a student’s parent(s) or legal guardian(s) in response to a traumatic or stressful event the student has experienced, or in response to a component of the student’s personality or area of development that is of concern.  Student counseling groups differ from school to school in terms of discussion content and duration.  For the purposes of this paper, I have focused on the student counseling group services provided by the SAC at Bardonia Elementary School.

The target population for Bardonia Elementary is kindergarten students and students in grades 1 through 5.  During the 2014-2015 academic year, Bardonia served approximately 400 students.  The school’s mission is “to motivate all children, encouraging interdependence between learning and teaching, in a nurturing, secure and challenging environment (Bardonia Elementary website, 2015).”

The group services provided by the Student Assistance Counselor at Bardonia exist as a social work component of the school; social work is not Bardonia Elementary’s primary focus or purpose.  The school provides academic classroom learning; “specials” such as art, music and physical education; English language learning for those students whose primary language is a language other than English; speech therapy, additional reading and math support services for students in need of them; school psychologist services for students with an individualized education plan (IEP); and student assistance counselor services for those students in need of social and/or emotional support (Bardonia Elementary website, 2015).  An organizational chart of Bardonia Elementary is provided in Appendix A, at the end of this paper.

Per discussion with the Student Assistance Counselor at Bardonia Elementary, who has provided social work services to students of the Clarkstown Central School District for 19 years, student groups at Bardonia were first implemented in 1989, when the first SAC was hired.  Groups were formed based on common social and emotional needs the first SAC had assessed from her student observations.  Some of the groups, such as “Meet and Eat” and “Changing Families” still exist at Bardonia today.  Funding for the individual student counseling services and student group counseling services at Bardonia, and all other CCSD public schools come from multiple sources, such as the Clarkstown Central School District budget, school tax within the district, Governor Cuomo, and organizations such as the New York State Office of Alcohol and Substance Abuse Services (OASIS).

From my experience as a social work intern, I learned that group counseling at Bardonia is typically offered to those students who may be experiencing social and/or emotional challenges that affect their ability to do their best in school.  However, groups are open to any child interested in participating and who have permission from a parent or legal guardian to do so.  Each child is limited to participation in one group per year, however.  At times, the Student Assistance Counselor will reach out to a student’s parent(s) or legal guardian(s) in order to refer the child for a group.  Other times, a parent or legal guardian will seek information from the SAC for an appropriate group for the child to join based on their concerns, and the SAC provides her recommendation(s).

According to Gitterman (1989), since group members have common experiences and problems, they are typically receptive to each other’s views, suggestions and challenges.  As members begin to feel supported by the group and a part of the group, they are more likely to share their concerns and experiences, ultimately accomplishing the purpose of the group (p. 92).  Groups can instill hope and encouragement, universalize experiences and break down isolation (as cited in Pack-Brown, Whittington-Clark and Parker, 1998).  Clients in group learn coping skills for life and experience healing through cohesion and mutuality (Hepworth, Larsen, Rooney, Rooney, & Strom-Gottfried, 2010, p. 273).

Program Goals

The overall goal of the SAC Group Program at Bardonia is to support the social and emotional well-being of students so that they have the ability to do their best in school.  Information from group members is used to help them problem solve and reduce stress both inside and outside of school.  The group services provided by the Student Assistance Counselor, myself and a fellow intern this year at Bardonia included lunch time gatherings called “Meet and Eat,” which aim to build social and friendship skills; “Creative Communications” groups that incorporate art therapy as a means of expression; a “Changing Families” group for children whose parents are going through divorce or who are divorced; and a “Sibling Group” for those children who have a brother or sister with a disability.  This year I also implemented “Bereavement Group” for those students having difficulty coping with the loss of a family member.  See Appendix B, for a logic model of the current SAC Group Program at Bardonia Elementary.

Group objectives vary from group to group at Bardonia.  “Meet and Eat” aims to build social and friendship skills and to help resolve conflicts members may be having with peers inside and outside of the school setting.  “Creative Communications” shares the same objectives, however art therapy is incorporated as a means of member expression.  According to Schirrmacher (1986), children’s art speaks for itself through its symbolism and does not need verbal language or storytelling; it is invaluable in itself.   It also provides adults with a better understanding of a child’s developmental status (p. 3-4).

The objectives for “Changing Families” are for students to share their experiences and feelings coming from a divorced or soon-to-be divorced family; connect to one another; and to normalize and reduce stress, worries or concerns associated with divorce.  Due to limited cognitive and verbal skills and dependence upon parents for structure and stability in their lives, elementary school aged children tend to have difficulties dealing with family separation (Abel, Broussard & Chung-Canine, 2013, p. 137).  Common reactions of elementary school-aged children who have been separated from a parent (as cited by Amato & Cheadle, 2008) include behavior problems, such as anger and conduct disorder; emotional concerns, such as depression, grief and self-blame; and academic concerns, such as the inability to focus and follow directions (Abel, Broussard & Chung-Canine, 2013, p. 137).   According to Coleman, Collins & Jordan (2010) however, trauma experienced in relation to divorce can be diminished by redefining divorce as normal and acceptable (p. 246).

“Sibling Group” shares the same objectives as “Changing Families,” however in respect to being a sibling to a brother or sister who has a disability.   According to Larkin (n.d.), the role of being a sibling to a brother or sister with a disability can be difficult.  Parents may expect these children to act as second parents and babysitters to the disabled sibling.  The extra care required for a son or daughter with a disability can overburden and emotionally exhaust parents, leaving them with minimal energy for their other children (p. 38).  A child who feels neglected, who has to give up a significant amount of parental attention can wind up angry, jealous and depressed.  Serious resentment can arise as well, if a child is asked to take on too much responsibility for his or her sibling (Larkin, n.d., p. 40).

“Bereavement Group,” shares similar objectives to “Changing Families” and “Sibling Group,” but in terms of coping with the loss of a family member.  According to Samide (2002), children’s functioning in school is one of the many areas which can be affected as a result of a death of a family member (p. 198).  Through mutual support, grief groups led by counselors in schools can be an effective way to alleviate the suffering of bereaved students.  These groups can also help facilitate healing so that children can function more effectively in the classroom and at home (Samide, 2002, p. 198).  Bereavement counseling and support groups (as cited in Davies, 2007; Mitchell et al., 2007) allow children to share their experiences with others while normalizing their feelings, thoughts and experiences (Swank, 2013, p. 236).

Program Interventions

According to Hepworth et. al (2010), interventions used in social work practice must be directed to the problem specified by the client, as well as the systems that are implicated in the problem.  The interventitive approach should match the problem and be able to facilitate change and goal attainment (p. 356).  For the SAC groups at Bardonia Elementary, the following interventions are used interchangeably by the group facilitator or co-facilitators, depending on the situation.  Ventilation, which consists of providing clients with opportunities to express their feelings about themselves, their life situation and experiences.  Sustainment, which consists of empathizing with the client by showing an understanding of what he or she is experiencing, and offering acknowledgement, validation, encouragement, and reassurance when appropriate.  Exploration, which consists of efforts to learn about clients’ problems, thoughts, feelings, behavior, current life situation, background, capacities, strengths, and external supports (Goldstein & Noonan, 1999, p. 112).  Modeling alternative ways for problem solving, thinking, feeling, and behaving, as well as helping group members to support and validate one another, are interventions also used in group work at Bardonia (Goldstein & Noonan, 1999, p. 282).  These techniques are all consistent with aspects of both the mediation social work group model, which emphasizes the role of group process and experience, and the remedial social work group model, which focuses on the individual within the group (Goldstein & Noonan, 1999, p. 278-9).

Current Evaluation Plan

According to Gumpert and Black (2008), social work with groups is a complex, multi‑leveled practice which requires assessment and intervention of interactions among group members, interactions between each group member and the worker, interactions between each member and the group as a whole, and interactions between the group and the worker (p. 62).  Current evaluation of the student counseling groups at Bardonia is based on the weekly observations made by the Student Assistance Counselor and interns throughout each academic year.

One of the established evaluation methods for the SAC groups at Bardonia Elementary consists of the facilitator or co‑facilitators of each group providing a summary at the end of the year of the observations he or she made during the duration of the group, and providing recommendations for forming groups the following year.  For example, have all members within a group expressed interest in participating in the program again the following year, and do all members want to remain together as a group, if possible?

The other established evaluation method for the SAC groups at Bardonia consists of a weekly, scheduled, hour and a half supervision time with the Student Assistance Counselor and her interns to discuss observations made while leading or co-leading their respective groups.  During this reserved time, interns can express their concerns, client achievements and overall feedback on the group.  In return, the Student Assistance Counselor provides her input and recommendations.

Proposed Modified Evaluation Plan

Purpose of the Evaluation Plan

Although I feel that the current evaluation plans in place for the SAC Groups Program are valid, reliable and effective, I cannot help but feel that the clients, the student members of the groups should be represented in the evaluation process more.  Who better to help the Student Assistance Counselor and interns determine if the program is meeting its goals and meeting the needs of the clients, than the clients themselves?

According to Padgett, Royce & Thyer (2010), routine client satisfaction studies allow managers to “keep a finger on the pulse of an agency” and to detect problems before they seem to get out of control.  Only after problem areas are identified, can remedies be proposed and implemented (p. 176).  Client satisfaction studies stem from the belief that clients are the best source of information on the quality and delivery of services they receive.  The use of client satisfaction as a form of evaluation indicates to clients that their experiences and observations are important.  Asking for feedback about client experiences also gives professional staff and management the opportunity to remove obstacles that may be preventing clients from having satisfying encounters with programs (Padgett, Royse & Thyer, 2010, p. 177).  Therefore, I suggest modifying the measurement tools used in the evaluation process of the SAC Groups Program at Bardonia Elementary by incorporating student feedback with methods appropriate to their corresponding grade and developmental levels.

Evaluation Design

According to Padgett, Royse & Thyer (2010), client feedback studies, such as the one I am proposing for the SAC Groups Program at Bardonia Elementary, often rely on homemade instruments with unknown reliability and validity (p. 184).  For my modified program evaluation plan, I propose that the facilitator or co‑facilitators of each SAC group (the Student Assistance Counselor and/or the social work interns) annually meet with group members individually one time only, towards the end of each academic year, to gather feedback on the students’ experiences in group.  Ideally, with this approach, no group member’s responses would be influenced by another group member’s responses.

Asking open-ended questions would be another method used in attempt for preventing responses from being influenced, as group members would not be provided with answer options.  Open-ended questions (as cited in Sanders et al., 1998) can provide information about the client’s perspective which may not have been collected with objective instruments (Padgett, Royse & Thyer, 2010, p. 183).

Data Collection Tools and Administration Schedule

Within my proposed, modified evaluation plan, the approach of the group facilitator or co‑facilitators (the Student Assistance Counselor and/or the social work interns) for collecting student feedback would slightly differ based on the individual student’s grade level and capabilities.  For example, among kindergarteners, first graders and second graders, having the SAC and/or interns verbally ask open‑ended, opinion questions may be less intimidating and more appropriate in terms of their development, as opposed to writing responses within a questionnaire.  Among third graders, fourth graders and fifth graders, having the SAC and/or interns provide a questionnaire with similar though slightly modified questions based on grade level, may be more appropriate and effective, as writing skills, communication skills and thinking skills are more developed at these grade levels.  However, these techniques would be considered by the SAC on a member to member basis in terms of which evaluation approach may be more appropriate for the individual child.  Client participation in surveys and interviews will also be voluntary.

According to Padgett, Royse & Thyer (2010), there are several factors that influence the choice of a measure, such as utility, is it easy to administer and interpret, and does it give useful information; suitability and acceptability, is it age appropriate, and does it work with the population in terms of vocabulary, reading level and sophistication; directness, can the instrument objectively capture the client’s behavior, emotional state, or attitudes; and appropriateness, will the clients find the instrument burdensome and is the instrument too complex or requires too much time (p. 302).  In taking all of these factors into consideration, I felt that my interview-style and questionnaire approaches were appropriate, given the client population and fit the purpose of modifying the program evaluation for the SAC groups at Bardonia Elementary.

Interview and survey questions for each group and each grade level will be created by the SAC and the social work interns and revised annually, if appropriate or necessary.  All questions suggested by interns the year that the plan is implemented and in future years, would require approval by the SAC.  All interview and survey questions would also need approval by the school principal annually, prior to being administered to students.

Questions for members of any group, “Creative Communications”, “Meet and Eat”, “Changing Families”, “Bereavement Group” and “Sibling Group” will include asking students to express how comfortable they felt contributing to group discussions; how helpful it may have been when other members shared similar experiences and feelings, or had suggestions for a problem the member was experiencing; and how it felt to participate in group activities.  All clients would also be directly asked about what they enjoyed most and disliked the most about the group.

In terms of group-specific evaluation questions, for members of “Meet and Eat,” a group aimed at building social skills, friendship skills and resolving conflicts members may be having with peers inside and outside of school, the group facilitator or co-facilitator (the Student Assistance Counselor and/or the social work interns) would ask how helpful, if to any extent, the group was for learning social skills, friendship skills and resolving any conflicts the group member had shared with the group.  The same questions could be asked to members of “Creative Communications,” a group with the same goals as “Meet and Eat,” but incorporates art therapy activities to help achieve these goals.

Since “Changing Families,” “Sibling Group” and “Bereavement Group” all intend for members to share their experiences; connect to one another; and normalize and reduce stress, worries or concerns associated with divorce, being a sibling to a brother or sister with a disability and coping with the loss of a family member, respectively, the group facilitator or co-facilitator would ask how easy or difficult it was for clients to share their experiences with the group; to connect to fellow group members; and how helpful, if at all, the group was in reducing stress, worries or concerns they may have had in relation to their particular familial situation.

The sources of data for, and results of the SAC Group Program client feedback portion of the evaluation plan would consist of the verbal responses from the kindergarteners, first graders and second graders, and the written responses from the third, fourth and fifth graders.  All data will be qualitative.  A record of the verbal responses among the younger group members would be recorded immediately post-individual interview by the facilitator or co-facilitators (SAC and/or interns) for that specific group.  Notes would not be taken during the interview, as the focus should be on the client and note taking make be a distraction or make the client nervous or anxious.  Responses to the questionnaires from the third, fourth and fifth grade group members would be collected by the Student Assistance Counselor and/or the social work interns, upon completion.

Analysis Plan

After member responses are collected, they would be provided to the Student Assistance counselor, by individual group.  The SAC would then review, categorize analyze and the results, per group.  Analysis of results would be performed once annually by the SAC at the end of each school year.

For each individual group member within a particular group, results would be coded as representing either a positive, neutral or negative experience in group.  Results will also be coded in terms of effectiveness:  did the client find the group helpful, neutral, or unhelpful?  The overall experience for each group will be determined by which categories had the most responses, in terms of positive experiences and effectiveness in helping students.  Based on each group’s experience, results would then be looked at overall for assessing the SAC Groups Program at Bardonia Elementary.

Reporting Schedule and Utilization Plan

If the majority (more than 50 percent) of client feedback were to express failure either in meeting the goals of an individual group and/or the program overall, the program and/or the respective group(s) would then be modified appropriately in further attempt to meet the goals, or the goals themselves may need to be modified, if concluded unattainable or an inappropriate fit.  Potential modifications to the SAC Group Program at Bardonia Elementary could potentially consist of making changes to group structure, for example, changes in the duration of each group session, the number of times a group meets per week, the time during the school day when the group meets, the size of the group, etc.  Interventions may need to be altered, new topics or activities may need to be incorporated, or new group rules may need to be incorporated as well.  See Appendix C, for a modified logic model of the SAC Group Program at Bardonia Elementary, which incorporates the proposed, modified evaluation plan.

REFERENCE LIST

Abel, E.M., Broussard, K. & Chung-Canine, U. (2013).  A Quasi-Experimental Evaluation of a      School-Based Intervention for Children Experiencing Family Disruption.  Journal of     Evidence‑Based Social Work, 10, 136–144.

Clarkstown Central School District. (2015). Student Assistance Counselors.

Collins, D., Jordan, C., & Coleman, H. (2012). An Introduction to Family Social Work (4th ed). Belmont, CA: Brooks/Cole.

Gitterman, A. (1989). Building mutual support in groups. Social Work with Groups, 12(2), 5-21

Goldstein, E. & Noonan, M. (1999).  Short-term Treatment and Social Work Practice: An        Integrative Perspective.  New York, NY: Free Press.

Gumpert, J. & Black, P. (2007). Ethical issues in group work: What are they?  How are they managed?  Social Work with Groups, 29, 61-74.

Hepworth, D. H., Larsen, J., Rooney, G.D., Rooney, R., & Strom-Gottfried, K. (2010). Direct social work practice: Theory and skills (8th Ed.). Chapters 4 & 8.  Belmont, CA: Brooks/Cole.

Larkin, D. (n.d.). Brotherly Love, Parenting Magazine, 38-40.

Royse, D., Thyer, B. A., & Padgett, D. K. (2010).  Program evaluation: An introduction (5^th Ed.). Belmont, CA: Cengage.

Samide, L.L. (2002).  Letting Go of Grief: Bereavement Groups for Children in the School             Setting.  Journal for Specialists in Group Work. 27 (2), 192-204.

Schirrmacher, R. (1986).  Talking to Young Children About Their Art.  Young Children. 41 (5)          3-7.

Swank, J.M. (2013).  Obstacles of Grief: The Experiences of Children Processing Grief on the Ropes Course.  Journal of Creativity in Mental Health, 8: 235–248